This page provides information on running records, how to administer
them, and how to use the information to guide your reading instruction.

Running records
are a quick assessment tool used by teachers to evaluate students'
reading and comprehension. They are used to help find students'
reading levels, check their fluency, and find weaknesses in
comprehension.

Running records are done one-on-one with
students. They take only a few minutes to administer.

A baseline assessment should be conducted
the first few weeks of school to find the reading levels of each child.

Assessments are repeated every 4-6 weeks,
depending on the needs of the student. This can be done during
guided reading. Anecdotal notes are also kept when giving the
assessment. The goal is to see if students are moving up the
guided reading levels.

Every running record form is kept in the
students' files or portfolios, along with other forms of assessment.

Materials Needed:

Gather these
materials ahead of time in order to make administering running records
easier.

Various Leveled Books

Running Record Forms - to keep track of
miscues and errors

Timer

Pencil

Calculator

I use
Reading A-Z's benchmark leveled readers to administer running
records. They provide the books, running record forms, and
comprehension questions for each level.

A cheaper alternative would be to use
authentic books. Make sure you have a pile of books on various
levels. Students do not need to read the entire book - just enough
to gather information. Determine ahead of time how much text the
students will need to read, count the total words, and then subtract the
miscues/errors to score the running record.

Administering the Running Record: (This
is how I administer running records. Other sites might differ, but
it really is up to the teacher's discretion how he/she wants to
administer the assessment.)

Explain to students that they will be reading a text aloud to you.
They should read the best they can. If they come upon an unknown
word, explain that you will give them some time to figure it out but if
they don't, to skip the word and continue reading.

Next, show the students' the text and read
the title. You can give them a little information on the book if
you like.

Tell the student to begin reading the
text. As the child reads, you are following along with a copy of
the text or on a running record form. Note any errors, insertions
etc. (See links below on miscue analysis).

If you notice that the text is TOO EASY or
TOO DIFFICULT, stop immediately and send the child back to their seat or
activity. You will need to retest the child on a different level.

If the student finishes reading the text,
you can have them do a retell of the story or ask comprehension
questions. This is to help assess their comprehension.
This is optional!

Score the test. You are looking for
the child's instructional reading level to place them in
guided reading groups. Retest the students until you are able to
find their instructional reading level (see the Reading A-Z page on
reading levels).

Timed or untimed - It is
up to the teacher to decide if they would like to time the running
record assessment. I usually use a time of one minute only if I'm
checking for fluency.

As the weeks pass, you may see that
certain children are accelerating in their reading, or the opposite.
You can administer quick running record assessments during guided
reading to analyze what the problems could be.

You can also administer running records
every 4-6 weeks (or 3 times a year) as a benchmark of each child's
progress. This is kept in their file/portfolio as part of their
assessment evaluation.